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HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 1 CONTEXT: Spring FOCUS FOR THE WEEK: Looks carefully at pictures and talks about common experiences. Identifies and describes differences and similarities. Reads big books or other enlarged texts as a whole class with the teacher. WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Advert ( Clothing for Spring) Clothing advert Daily Emergent Reading - Reads high frequency words, e.g. Shop names (read enlarged text with teacher in the classroom) Spring Clothing - Matches words to pictures in print e.g. match same shop names. Shop names Tues. Blocks Wed. -Dramatize parts of a story /rhyme Story/rhyme Thurs. Fri. -Listens attentively to questions and gives answers. Clothing adverts Daily Spring clothing Tues. Matching words - Eye movements, follow my finger which moves L to R. -Develops directionality: Move blocks from L na R and top to bottom Listening & Speaking -Looks carefully at pictures and talks about common experiences. -Identifies and describes differences and similarities: What is the difference between Winter & Spring clothing? Are there similarities? - Auditory Discrimination: which word did you hear? Pas it on to your friend (Play 1 Word & Sentence level work (Phonics): Telephone message) Beginning sound Fri. Identify words beginning with n. Sandtray to write letter in. Daily Repeat it aloud. Ask learners to identify beginning sound in word (auditory) Write letters in the air/ in the sand/ on someones back. Identifies the letter n in a text (e.g. magazine, newspaper, story book) Texts with n in it. HOME LANGUAGE FOCUS LESSON TERM: 4 WEEK: 1 CONTEXT: Spring SMALL GROUP SESSION: STUDY AREA: ACTIVITY: RESOURCES Shared Reading: Text: Advert ( Clothing for Spring) Emergent Reading - Matches words to pictures in print e.g. match same shop names, clothing names (dress, socks) Adverts with Spring clothing (e.g. Ackermans brochure) -Reads Big books and other enlarged text with teacher in class context. Winter clothes Shop names Enlarged text: adverts Listening & Speaking - Listens attentively to questions and gives answers. Clothing adverts Spring clothing - Looks carefully at pictures and talks about common experiences. Word & Sentence level work (Phonics): -Identifies and describes differences and similarities: What is the difference between Winter & Spring clothing? Are there similarities? Spring/Winter clothing Identifies words beginning with n. text Identifies the n in a text (e.g. Magazine, newspaper, story book) 2 TERM: 4 WEEK: 1 CONTEXT: Spring GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 (Develop fine motor control) Bubble blow a background page and keep it for a next time. Draw your holiday news. Colour in with board chalk and sugar water. Tear – paste a frame. Play dough: Create dolls with Spring clothing on. Draw a flower in a vase. Colour pot with ink/food colouring and decorate with old dry khoki’s dipped in Jik. Collage the flower with seeds and paint the stem with colouring. -Rewrites short words Draw your body. Cut out Spring clothing from advert and “dress yourself” . Colour with retractable crayons and paint background with dry powder paint. Copy the word “Spring” below your picture. Can you create the word “SPRING” with the play dough? HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 1 CONTEXT: Spring INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK HOME LANGUAGE FANTASY AREA FOCUS TABLE Books about Spring Magazines Adverts for Spring clothes and food Reads books independently for Before and after Same & different Thread: plastic shapes squares Play dough with beads Paint Easel Chalk and sugar water -Create the n with play dough from example provided. Spring clothing Flowers Vases -Look for the letter n in magazines and stick it on paper, decorate with 3 pleasure in READING CORNER /turn pages correctly & showing respect for books khoki’s. REFLECTION: 4 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 2 CONTEXT: AIR FOCUS FOR THE WEEK: Uses language to develop concepts in all subjects such as Colour, shape, age, time, sequence etc. Copies letters and numerals from the classroom environment when “writing”. WHOLE CLASS: STUDIE-AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Poster Poster Daily Emergent Reading -Matches words Flash Cards -‘Read’ the matching words Items on theme table Different colours and shapes of transport Simple phrases / captions Wed. Picture Book Thurs. Story with text Fri. -Recalls details and states main idea of story read by teacher. Story book Fri. - Uses language to develop concepts in all subjects such as (Colour, shape, age, time: aeroplanes from long ago till now.) Items on theme table Daily -makes use of pictures to understand simple captions and sentences in books/text e.g. the car drives -“reads” picture books of increasing complexity -Points to words rather than pictures during “reading”. Listening & Speaking -Participates in discussions and asks questions. Pictures of aeroplanes from long ago till now -Listens to a range of complex instructions and performs these. 5 - Visual analysis & synthesis: (the ability to Thurs. Fri. differentiate between parts and whole objects e.g. letters that make up a word or many words that make up one sentence) Clap a short sentence, e.g. the sky is blue. Identifies words beginning with o. Word & Sentence level work (Phonics): Sand tray in which to write letters Repeat it aloud. Text where the letter o can be found. Ask learners to identify beginning sound in word (auditory) o letter Daily Write letter in the air/in the sand/on one another’s back. Identifies the o in a text (magazines, newspaper, story) HOME LANGUAGE FOCUS LESSON TERM: 4 WEEK: 2 CONTEXT: Air SMALL GROUP SESSION: STUDY AREA: ACTIVITY: RESOURCES Shared Reading: Texts: Poster Poster Emergent Reading - Add matching words Matching words -‘Read’ the matching words Items on theme table -makes use of pictures to understand simple captions and sentences in books/text e.g. the car drives Simple phrases /captions Uses language to develop concepts in all subjects such as (Colour, shape, age, time: aeroplanes from long ago till now.) Items on theme table Listening & Speaking - Participates in discussions and asks questions Pictures of aeroplanes from long ago till now 6 Word & Sentence level work (Phonics): Identifies words beginning with o. Letter o Identifies the o in a text ( e.g. magazine, newspaper, story) HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK:2 CONTEXT: Air GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Cut out two sides of an air balloon. Colour in with pastels and cut out. Fill with cotton wool and staple sides together. Stick string below it and attach to painted box to create the basket. Fine motor skills: finger muscles: Thread a frame. Cut out a picture of a aeroplane and stick it in the middle of the page. Colour some background with khoki’s. Draw an air balloon and “write” its name below. Play dough: create the letter o with play dough on an example. Work from L to R and top to bottom. Now create something beginning with o from the dough e.g. orange, Olive oil Construction work: create an aeroplane from a toilet roll holder and waste materials. Paint with a colour of your choice. Copies letters and numerals from the classroom environment when “writing”. HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK:2 CONTEXT: Air INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE ‘Reads’ independently and for pleasure in the READING -Words to copy e.g. air balloon, aeroplane Fine Motor Skills: balls & tweezers. Clown Around: Opposites WORK -Draw and colour HOME LANGUAGE FOCUS TABLE FANTASY CORNER -Pattern sheets to complete Fantasy clothing -Writing pattern – board to practice Eg. For spaceman, pilot 7 CORNER What does not belong? in work on. REFLECTION: 8 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK:3 CONTEXT: My Beautiful Country FOCUS FOR THE WEEK: Match things that go together and compares things that are different. WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Texts: Recipe Recipe Daily Emergent Reading -Arrange pictures of recipe in logical sequence and “read” recipe Pictures of recipe in sequence. -Add matching words Matching words - Makes links with own experiences when reading text with teacher Names of ingredients -Recognise beginning sound e.g. j for jam Thurs. Visual memory: What did you see? Allow learners to look at ingredients. Cover it with a dish cloth and allow them to recall which items they have seen. Listening & Speaking -matches things that go together and compares things that are different: Which ingredients in front of us matches with today’s recipe and which does not match? -Asks questions and looks for explanation: Why does some of the ingredients not match today’s recipe and what can one do with it? Fri. Ingredients Ingredients Daily Tues -Identifies and discuss differences and 9 similarities -Classifies ingredients according to own criteria e.g. which ingredients comes from animals? Which comes from plants? Word & Sentence level work (Phonics): Identifies words beginning with p. Wed Ingredients Daily Repeat it aloud. Ask learners to identify beginning sound in a word (Auditory) Sand tray to write letters in. Write letters in the air/in the sand/on each other’s back. Text where p can be found. Identify The p in a (e.g. Magazine, Newspaper, story) Letter p HOME LANGUAGE FOCUS LESSON TERM:4 WEEK: 3 CONTEXT: My Beautiful Country SMALL GROUP SESSION: STUDY AREA: ACTIVITY: RESOURCES Shared Reading: Text: Recipe Name of ingredients Emergent Reading -Arrange pictures of recipe in logical sequence and “read” recipe -Add matching words Listening & Speaking -Matches things that go together and compares Ingredients things that are different: Which ingredients in front of us matches with today’s recipe and which does not match? Word & Sentence level work (Phonics): Identifies words beginning with p. Identifies the p in text (e.g. magazine, newspaper, story) Texts where p can be found Letter p 10 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 3 CONTEXT: My Beautiful Country GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Recipe: Cut picture of a Protea out and stick on background page. Colour in with pastels. Eye – hand coordination: Thread a frame around your page. Also thread large wooden beads into the wool you are using to thread your frame. Every child receives a book. They look at cover and illustrations to predict story line. Discuss with one another. Copy the name of the story on a strip of paper and draw a picture of what you think the story is about. INDEPENDENT PLAY: Spot the difference Play dough: Shape the p with play dough. Create something beginning with p.. e.g. pot Scrambled egg on french bread. Decorate with parsley and cherry tomatoes and grated cheese. HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK:3 CONTEXT: My Beautiful Country INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY KREATIEWE WERK HOME LANGUAGE FANTASIE-HOEKIE FOKUSTAFEL Books about our country Pictures about our country Shadows Memory Card Game 10 Rules -Collage with different kinds of scrap -Paint : easel -Writing patterns Masks Board for practicing Clothing Shoes -Shape alphabet 11 Puppet theatre And then? letters with clay wigs Gloves REFLECTION: 12 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 4 CONTEXT: Wild Animals FOCUS FOR THE WEEK: Tell stories and retell stories in own words. Listens without interrupting, shows respect for the speaker and takes turn to speak. Draws pictures to convey a message and uses this as a starting point for writing. (Can add a word or phrase with assistance) WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Big Book Big Book Daily Emergent Reading -Read enlarged text as a whole class Matching words - Read texts generated in class /group e.g. sentences teacher wrote while children dictates. Short sentences Look, speak & dictate - Relates sounds to letters and words and understands that words consist of more than one sound: e.g. duck is d-u-ck (done aurally) Listening & Speaking Big Book -Tell and retells stories in own words Daily -Listens without interrupting, shows respect for speaker and take turns Group work -Build a 20 piece or more puzzle (Read) -Find objects hidden in class amongst other items and guide friends to the items through simple directions. Word & Sentence level work Tues. Recognise some words & understands that words consist of more than one Puzzle Fri. Objects in the class Daily 13 (Phonics): sound e.g. d-u-ck Identifies words beginning with q Repeat this aloud. q-sound Ask learners to identify beginning sound in words (auditory) Chalkboard and chalk Write letters in the air/on the board/ on someone’s back Identifies the q in a text (e.g. Magazines, newspaper, story) HOME LANGUAGE FOCUS LESSON TERM: 4 WEEK: 4 CONTEXT: Wild Animals SMALL GROUP SESSION: STUDIE-AREA: ACTIVITY: RESOURCES Shared Reading: Text: Big Book Big Book Emergent Reading -Read enlarged text as a whole class Matching words - Read class generated text e.g. sentences teacher wrote down while learners dictated. Short sentences Look, speak, dictate Listening & Speaking -Tell and retell stories in own words. - Listens without interrupting, shows respect for speaker and take turns Word & Sentence level work (Phonics): Identifies words beginning with q. q-sound Repeat it aloud. Board and chalk Write on chalk board. text Identifies the q in text (Magazine, Newspaper, story) 14 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 4 CONTEXT: Wild Animals GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Draw the main idea of story from Big Book we have read. Colour in with crayon and paint over with ink/food colouring -Draws pictures to convey a message like own news. INDEPENDENT PLAY: Puzzle Cut and paste letters from magazine. Draw something beginning with that sound e.g. dog and colour it in. Play dough: own choice (20 piece or more) - Writes observing conventions of directionality: writes L to R and top to bottom. ‘Write’ below your picture by copying what teacher has written. HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 4 CONTEXT: Wild Animals INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK HOME LANGUAGE FANTASY CORNER FOCUS TABLE Books about wild animals Pictures of Next up Join up -Chalk board and chalk -Play dough with Words to copy Masks Poster with different wild Animal costumes 15 different wild animals (with captions/names of animals) And then? Before and after rollers and cookie cutters animals and matching words which children can match and place and “read” themselves Items made from animal hides REFLECTION: 16 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 5 CONTEXT: Pollution FOCUS FOR THE WEEK: ‘”Writes’ and asks others to give meaning to what has been written. Makes attempts at familiar forms of writing, using known letters e.g. writes a letter home. Understands that pictures and photographs convey meaning about events, people, places and things and talk about these. WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Texts: Picture book /Big book Daily Emergent Reading -Describes the characteristics of characters in stories or television and gives opinions Stories from Big books Big Book Daily -Discusses book handling and care -‘Reads’ personal texts such as sentences written by the teacher Listening & Speaking -Understands that pictures and photographs convey meaning about events, people, places and things and talks about these. Photo’s Tues. -Asks questions and looks for explanations. -Listens to longer stories and shows understanding by answering questions related to the story. Thurs. 17 Word & Sentence level work (Phonics): Form letters with their bodies in pairs or on their own. (Handwriting) Identifies words beginning with u. Repeat it aloud. Learners Daily u- sound Chalkboard and chalk Ask learners to identify beginning sound in words (auditory) texts Write letters in the air/ on chalkboard/on one another’s back. Identifies the u in a text (e.g. Magazine, newspaper, story) HOME LANGUAGE FOCUS LESSON TERM:4 WEEK: 5 CONTEXT: Pollution SMALL GROUP SESSION: STUDY AREA: ACTIVITY: RESOURCES Shared Reading: Texts: Picture books /Big book Story from Big Book Emergent Reading -Describes the characteristics of characters in stories or television and gives opinions -Discusses book handling and care -‘Reads’ personal texts such as sentences written by the teacher Listening & Speaking Word & Sentence level work (Phonics): -Understands that pictures and photographs convey meaning about events, people, places and things and talks about these. Big Books Photo’s - Form letters with their bodies in pairs or on their own. (Handwriting) -Groups pictures of rhyming words such as such, much & munch, crunch U -sound 18 Identifies words beginning with u. Chalkboard and chalk Repeat it aloud. Ask learners to identify beginning sound in words (auditory) text Write letters in the sky/on the board/on one another’s backs. Identifies the u in the text (magazine, newspaper, story) HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 5 CONTEXT: Pollution GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Draw pictures of story read during Shared Reading. Groups pictures of rhyming words. Stick matching words in three separate blocks e.g. Pan& man, pool & fool, no, go. Thread a frame around your work. Stick small boxes above one another to represent many factories. Draw chimneys with smoke coming out representing pollution. Paint boxes with dry powder paint. Create a background page. Paint your entire page with water, sprinkle dry powder paint over and observe what happens. Keep the page for next time. Paint a river and draw fish and other living organisms which lives in water in it. Cut out pictures of items from magazines which can represent pollution and stick it in the River. Write below: Stop pollution! (Copies print from environment when playing) Writes’ and asks others to give meaning to what has been written. Makes attempts at familiar forms of writing. Learners ‘write’ the names of story below their drawing. “Read “ it to their friends. 19 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 5 CONTEXT: Pollution INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK Books about pollution Puzzles -Weaving Barney Memory Game -Paint and Scrape patterns on background page. Pictures Poster of pollution Where do I live and what do I Books about eat? global warming Thread: plastic shapes HOME LANGUAGE FOCUS TABLE -Vis. Discrimination worksheet: which picture does not fit? Writing patterns and letters practice board. FANTASY CORNER Clothing Wigs Watering can Plants to plant and wet. REFLECTION: 20 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 6 CONTEXT: Reptiles FOCUS FOR THE WEEK: Sing songs and recite rhymes and performs actions on own with confidence. Recognises visually and auditory some initial consonants and vowels at the beginning of common words. Use pictures to make up own story, “read” the pictures. WHOLE CLASS: STUDIE-AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Picture of Reptiles Pictures of Reptiles Daily Emergent Reading -Matching words Matching words - Use picture to make up own story, “read” the pictures Pictures -Distinguishes between pictures & text: Points to word and asks its meaning. -Identifies the sequence of events in simple stories --Visual Memory: What have you seen in the picture? Listening & Speaking -Listens to problems & offers solutions -Identifies the foreground and background in pictures as separate elements - Sing songs and performs actions on own with confidence Fri. Pictures of reptiles (with busy backgrounds) Tues Song Daily -Auditory discrimination: Which sound does not fit, e.g. p p t p Rhyming words - Analysis & synthesis: (the ability to 21 differentiate between parts and whole objects e.g. letters that make up one word or many words that make up one sentence) Analysis: How many words do you hear? ‘The snake is long’ Which word do you hear? Tor - toise Word & Sentence level work (Phonics): Recognises visually and auditory some initial consonants and vowels at the beginning of common words. Identifies words beginning with x. Daily flashcards Repeat it aloud. Ask learners to identify beginning sound in word (auditory) x-sound Write letters in the air/on the board/on one another’s backs. Chalkboard & chalk Identifies the x in a text (e.g. magazine, newspaper, story) Daily text HOME LANGUAGE FOCUS LESSON TERM: 4 WEEK: 6 CONTEXT: Reptiles SMALL GROUP SESSION: STUDIE-AREA: ACTIVITY: RESOURCES Shared Reading: Text: Picture of Reptiles Emergent Reading -Matching words Big Books and pictures - Use picture to make up own story, “read” the pictures Matching words 22 Listening & Speaking Sing songs and rhymes and performs actions on own with confidence Word & Sentence level work (Phonics): Recognises and names some letters of the alphabet such as letters in own name Identifies words beginning with x. Song x-sound Repeat it aloud. Write letters in the air/on the board/on one another’s backs. Identifies the x in a text (e.g. magazine, newspaper, story) Chalk board and chalk text HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK:6 CONTEXT: Reptiles GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters. Learners cut out snakes. Paint the bodies with ink, draw patterns on the body with Jik, decorate with glitter & glue. Tear and Paste a tortoise shell. Add the rest of his body with wax crayons and colour with colouring. Sprinkle a sand-frame around your work. INDEPENDENT PLAY: Pick up small pom-pom balls with tweezers. Salt Clay: Create a Reptile of your choice. Paint it when complete. Teacher provides beads and other materials to create texture on the body of the Reptiles. Form the letter on the example provided: Finger paint. Decorate with glitter/sequencing and spray paint. 23 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 6 CONTEXT: Reptiles INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK HOME LANGUAGE FANTASY CORNER FOCUS TABLE Books about Reptiles Memory card game Scrap book about Reptiles Something’s different Puzzle What does not fit? - game Play dough Paint background page with thick paint and scrape patterns on it. Role Play “writing” in play situations, e.g. create a shopping list of food to buy for reptiles. -Form a x – sound with roller paint on example page. Masks Fantasy Clothing Foreground/ Background work sheet: Only colour in the tortoise REFLECTION: 24 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 7 CONTEXT: Space FOCUS FOR THE WEEK: Recognise and names some letters of the alphabet such as letters in own name. ‘Read’ the writing of others. WHOLE CLASS: STUDIE-AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Big Book Big Book Daily Emergent Reading -Join in Shared Reading of texts with increasing confidence and enjoyment -Answers a range of questions based on story read. Tues -Segments oral sentences into individual words. For example, clap on each word in a sentence using words of one syllable first e.g. The moon is yellow. Listening & Speaking Wed. - Recognise and names some letters of the alphabet such as letters in own name Alphabet letters Daily Sing songs and rhymes and performs actions in a group. Rhyme Fri Poster/ books of last 5 themes dealt with Tues -Talk about pictures in posters, theme charts, books etc. related to a minimum of five themes per TERM. -Auditory memory: Game e.g. I am going to 25 the moon, I packed......... (Learners repeats sentence and add their own ending) Word & Sentence level work (Phonics): Identify words beginning with y – yarn, yellow, yearn, yes etc. Fri y-sound Daily Repeat it aloud. Ask learners to identify beginning sound in word (auditory) Write letter in air/on board/on one another’s back. Chalk board and chalk Identify the y in a text. (eg. Magazine, newspaper, story) text HOME LANGUAGE FOCUS LESSON TERM: 4 WEEK: 7 CONTEXT: Space SMALL GROUP SESSION: STUDIE-AREA: ACTIVITY: RESOURCES Shared Reading: Text: Big Book Big Book Emergent Reading -Join in Shared Reading of texts with increasing confidence and enjoyment -Answers a range of questions based on story read. Recognise and names some letters of the alphabet such as letters in own name Letters in alphabet Listening & Speaking - Talk about pictures in posters, theme charts, books etc. related to a minimum of five themes per TERM. Pictures, books Word & Sentence level Identifies words beginning with y. E.g. yellow, y- sound 26 work (Phonics): yarn, yearn Write letter in air/on board/on one another’s back. Board and chalk texts Identify the y in a text. (e.g. Magazine, newspaper, story) HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK:7 CONTEXT: Space GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Use a range of writing tools such as finger paint, paint brush, wax crayons. Forms letters with a variety of writing tools such as crayons, pencils, chalk, etc. Forms letters correctly. Draw a picture of the story we listened to. “Write” the name of your story below. Friends read what you have written. Collage a Spaceship with scrap paper and tops. Colour in with paint and print frame around. -Identifies parts of a whole e.g. Use a picture or pattern to create a construction: Make a 3D Space Ship with toilet roll holders. Decorate with paint and scrape materials. INDEPENDENT PLAY: Letter cards (Word building). Build your own words with 3 letters. Write the letters down. Draw a picture of the word you tried to write. (‘Reads’ another’s writing) Forms the y sound with finger paint. Cut and paste a lovely frame around your page. Decorate with chalk. 27 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 7 CONTEXT: Space INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK HOME LANGUAGE FANTASY CORNER FOCUS TABLE Books about Space Fine motor coordination: Scrap book about Space Balls (pom-pom) and tweezers -Collage of seeds: Create own picture - Stuffed Planet: Cut out shape, stuff with cotton wool and staple sides together. Stick beads to represent craters. -Eye -hand coordination: Draw a line between outside lines without touching lines. Connect the beginning sound with the correct picture e.g. m --moon Fantasy clothing e.g. Space Suit -Form the letter y REFLECTION: 28 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 8 CONTEXT: Dinosaurs FOCUS FOR THE WEEK: Consolidation WHOLE CLASS: STUDIE-AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Poster of Dinosaurs Poster of dinosaurs Daily Emergent Reading -Flash cards Matching pictures/words -‘Read’ Flascards and matches with matching picture -Divides multisyllabic words into syllables:di – no- ssaurs Listening & Speaking Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words e.g. one, two, three, four, There is someone knocking at the (d) oor. (door) Daily Song/rhyme -Rhyming Words: Which word rhymes with...... Pig.... big etc. -Plural: one dinosaur,many ........(dinosaurs), etc. Word & Sentence level work (Phonics): Identifies words beginning with z. Daily Repeat it aloud. Ask learners to identify beginning sound in the word (Auditory) Write letters in the air/on the board/on one anothers back. Identifies beginning sound (e.g. Beginning sound in text e.g. magazine, newspaper, story) z-sound Text Blackboard and chalk 29 TERM: 4 WEEK: 8 CONTEXT: Dinosaurs SMALL GROUP SESSION: STUDY AREA: ACTIVITY: RESOURCES Shared Reading: Texts: Poster of dinosaurs 6x small posters Emergent Reading -Flash cards Matching words -‘Read’ Flash cards and match with corresponding picture Listening & Speaking Identifies rhyming words in well -known rhymes and songs and in sequences of rhyming words e.g. one, two, three, four, There is someone knocking at the (d) oor. (door) Song/Rhyme -Rhyming Words: Which word rhymes with...... Pig.... big etc. Word & Sentence level work (Phonics): Identifies words beginning with z z- sound Write letters in the air/on the board/on one another’s back. Chalk board and Chalk Identifies beginning sound (e.g. Beginning sound in text e.g. magazine, newspaper, story) Text HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 8 CONTEXT: Dinosaurs GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Use writing tools with increased confidence and ease: Make a collage of your choice. Use a range of writing tools to create a picture e.g. scissor, glue, crayon, paint -Hold crayons correctly showing preference for a particular hand: left/right hand dominance. Choose the names of 2 dinosaurs which you would like to paint. Copies on your page. Ensure you leave a space between 2 words. Educational game: build a puzzle Spatter Paint the template of a dinosaur. Allow to dry and add drawing next time with pastels. Drip hot candle wax to represent course his skin. -Displays correct seating posture when “writing” 30 brushes, glue sticks etc. (use a range of writing tools) Draw a dinosaur of your choice, colour in with wax crayons. Spray colouring over with spray can. HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK: 8 CONTEXT: Dinosaurs INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK HOME LANGUAGE FANTASY CORNER FOCUS TABLE Books about dinosaurs Scrapbook of Dinosaurs Join up Paint easel Same and different Play dough Shadows What comes next? Collage with scrap material -Shape letters on example provided, indicating the beginning & end. Masks Fantasy Clothing -Visual Closure: Complete the half- pictures REFLECTION: 31 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 9 CONTEXT: Off to School FOCUS FOR THE WEEK: Consolidation WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Big Book Big Book Daily Emergent Reading -Add matching words and ” read’ Matching Words -Read high frequency words used in the class e.g. days of the week. High frequency words - Arrange pictures in correct sequence and tell the story Picture of story Fri. -Recognise that words are made up of sounds such as beginning letters of their names Listening & Speaking -Auditory Memory: Listen to and recalls 3 simple words e.g. cat, mat, can Pictures and words of a story -Match pictures and words Plays direction games: e.g. Snakes& ladders Daily. Tues Snakes and ladders Daily -Identifies selected information from an oral description e.g. Listen to the announcement of the starting time of a function/event Wed. Auditory Closure: Complete friends names e.g. Brink.......ley Fri 32 Word & Sentence level work (Phonics): N, o, p- sound Daily Identifies words beginning with n, o, p. Repeat it aloud. Ask learners to identify beginning sound in words (Auditory) Write letters in the air/ on the board/ on each other’s back. Identifies the beginning sounds in text (e.g. magazine, newspaper, story) Chalk board and chalk Text HOME LANGUAGE FOCUS LESSON TERM: 4 WEEK: 9 CONTEXT: Off to school SMALL GROUP SESSION: STUDIE-AREA: ACTIVITY: RESOURCES Shared Reading: Text: Big Books Big Books Emergent Reading -Add matching words and “read” Matching words - Read high frequency words used in the class e.g. days of the week. High frequency words -Play direction games e.g. Snakes and Ladders Snakes and Ladders Listening & Speaking --Identifies selected information from an oral description e.g. Listen to the announcement of the starting time of a function/event Word & Sentence level Identifies words beginning with n, o, p. N, o, p -sound 33 Write letters in the air/ on the board/ on each other’s back. work (Phonics): Identifies the beginning sounds in text (e.g. magazine, newspaper, story) Blackboard and chalk Text HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 9 CONTEXT: Off to school GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Use a template to trace a school dress or school shirt. Educational Games: Friends play snakes and ladders two by two. Background page: Thread a frame. Bubble blow the page and keep for next time. Box Construction Create a big school with boxes. Decorate with scrap material. Play dough: Own Choice. Draw a face, cut it out and add to dress/shirt. Add the rest of body with wax crayons. Colour background with ink colouring. Also provide Collage material for the learners to create a picture. 34 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 9 CONTEXT: Off to school INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK HOME LANGUAGE FANTASY CORNER FOCUS TABLE Books about going to school What comes next? -pastels and colouring Before and after -Paint Writing patterns Practice Board/letter writing -Visual Fantasy Cloths discrimination. Worksheet: Which School bags satchel looks Books different? Chalk Board -Using dough form the sound with which your name begins. REFLECTION: 35 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK: 10 CONTEXT: Festivals and Special Days FOCUS FOR THE WEEK: Revision WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Recipe Recipe Daily Emergent Reading -Add matching words Flash cards -‘Read’ the recipe -Arrange pictures of ingredients in the correct sequence Pictures of ingredients -Visual memory: (the ability to recall what we have seen) Teacher flashes name cards of learners in the class. Who can read which name? -Visual sequence memory: Teacher packs a few ingredients in a row, mixes it up again. Ask learners to arrange it in the original sequence. Listening & Speaking -Share experiences of baking with the class. Daily -Takes turns to speak -Listens attentively Rhyme words: Which words rhyme with Bake? Cake etc. -Categories: Which word does not fit? Shoe, sock, 36 flower, trousers (flower) -Synthesis: Which word do you hear? Snow and flake = Snowflake Word & Sentence level work (Phonics): Identifies words beginning with u and y. Daily Repeat it aloud. Ask learners to identify beginning sound in words (auditory) Write the letter in the air/on the board/ on one another’s back. Identifies the u, y in a text (e.g. magazine, newspaper, story) U, y- sound Chalk board and chalk Text HOME LANGUAGE FOCUS LESSON TERM:4 WEEK: 10 CONTEXT: Festivals and special days SMALL GROUP SESSION: STUDIE-AREA: ACTIVITY: RESOURCES Shared Reading: Text: Recipe 6 x small recipe cards Emergent Reading -Add matching words Flashcards -‘Read’ the recipe Pictures of ingredients -Arrange pictures of ingredients in correct sequence Listening & Speaking -Share own experience of baking with the class. -Takes turns to speak -Listens attentively Word & Sentence level work (Phonics): Identifies word beginning with u, y. U, y- sound Write the letter in air/on a chalk board/ on one another’s back. Text Identifes the u, y in a text (e.g. Magazine, newspaper, story) Chalk board and chalk 37 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK:10 CONTEXT: Festivals and Special days GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Recipe: Baking activity Thread a frame: Look for words in a text beginning with u, y and stick it in the middle of your page. Now draw something beginning with Y or U and colour it in e.g. Yarn (wool), umbrella Play dough: Free choice INDEPENDENT PLAY: Shadow pictures Paint: Create a background page with thick paint, scrapers and sequencing. Keep for next time. Each learner receives his/her own recipe to follow. HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK:10 CONTEXT: Festivals and special days INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY Story book Scrap book Albums Where do I live and what do I eat? CREATIVE WORK White boards and khokis And then? Salt clay and cookie shapers Climbing Pictures Draw and paint HOME LANGUAGE FOCUS TABLE Match beginning sounds with the correct pictures e.g. C with cupcake FANTASY CORNER Clothing Kitchenware Dolls Pram REFLECTION: 38 HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK:11 CONTEXT: REVISION FOCUS FOR THE WEEK: REVISION WHOLE CLASS: STUDY AREA: ACTIVITY: RESOURCES: DAY: Shared Reading: Text: Rhyme Rhyme Daily Emergent Reading -Matching words Matching words -‘Read’ the matching words -What do you see in the picture? Reasoning: Why? What would you do if…….? Pictures/Poster What do you think will happen next? Listening & Speaking -Closure: How can you complete the word? Birth…..Christ……..Valen……. Daily -Auditory memory: Teacher calls out a few words, learners must repeat it e.g. six, eight, ten, three - Auditory Discrimination: Which sound does not fit? d t d d Word & Sentence level work (Phonics): Revise phonic sounds learnt this Term: n, o, p, q, u, x, y, z Identifies words beginning with above – mentioned sounds. Cards with sounds Daily Text for identification Repeat it aloud. Ask learners to identify initial sound in words (auditory) Write the letter in air/on a chalk board/ on one another’s back. Identifies words in text beginning with above –mentioned sounds (in newspaper, story, magazines) 39 HOME LANGUAGE FOCUS LESSON TERM:4 WEEK: 11 CONTEXT: REVISION SMALL GROUP SESSION: STUDIE-AREA: ACTIVITY: RESOURCES Shared Reading: Text: Rhyme Rhyme Emergent Reading -Matching words Matching words -‘Read’ the matching words Pictures Listening & Speaking --Closure: How can you complete the word? Birth…..Christ……..Valen……. -Auditory memory: Teacher calls out a few words, learners must repeat it e.g. six, eight, ten, three - Auditory Discrimination: Which sound does not fit? d t d d Word & Sentence level work (Phonics): Revise phonic sounds learnt this Term: n, o, p, q, u, x, y, z Cards with sounds Text for identification Identifies words beginning with above – mentioned sounds. Repeat it aloud. Ask learners to identify initial sound in words (auditory) Write the letter in air/on a chalk board/ on one another’s back. Identifies words in text beginning with above – mentioned sounds (in newspaper, story, magazines) 40 HOME LANGUAGE FOCUS LESSON: TERM:4 WEEK:11 CONTEXT: REVISION GROUP WORK: GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 Draw the main idea of a rhyme taught this week. Colour in with ink colouring/food colouring. Draw your news and colour in with wax crayons and colouring Traces shapes and create your own picture with it. Colour in with retractable crayons, bubble blow over it. Create the letter in the middle of your page with roller paint. Thread a frame around your page. Play dough: own choice HOME LANGUAGE FOCUS TABLE Forms letter on an example page indicating beginning and end. FANTASY CORNER HOME LANGUAGE FOCUS LESSON: TERM: 4 WEEK:11 CONTEXT: REVISION INDEPENDENT PLAY: READING CORNER INDEPENDENT PLAY CREATIVE WORK Reading books Threading Paint Easel Scrap books Puzzle Scrape off crayons onto page, cover with colouring for a background page. Shadows What does not fit? Clothing Shoes Hats Telephone Kitchenware Dolls REFLECTION 41